C. A. Capper 11
SEPTEMBER, 2017
Colleen A. Capper, Professor
University of Wisconsin-Madison
Department of Educational Leadership and Policy Analysis
270h Education Building
1000 Bascom Mall
Madison, Wisconsin 53706
(608) 263-9994 •
Twitter: @colleencapper
CURRENT POSITION
Since 2000 Professor, Educational Leadership and Policy Analysis, University of Wisconsin-Madison
Research Focus:
Schools that raise and sustain the academic achievement of all students in across student identities (gender, race, class, ability, language, sexual/gender identity and their intersections), preparing and developing leaders to lead these schools; critical epistemological perspectives of organizations and leadership that can develop leadership capacity for social justice leadership
Teaching Areas:
Leadership for Equity and Diversity; Leadership for Inclusive Schooling, Critical Epistemologies and Organizational Theory, Advanced Qualitative Research Methods and Critical Epistemologies, Research Methods in Educational Administration, Advanced Research Methods; expertise in on-line learning, distance education and course web-site development and use
2012-present Co-Founder and Co-Director of the National Leadership for Social Justice Institute
2015 – Co-Founder of Integrated Comprehensive Systems for Equity, LLC (ICSequity.org) A framework and process for eliminating inequities for K-12 and higher education.
PAST POSITIONS IN HIGHER EDUCATION
1994 – 2000 Associate Professor, Educational Administration, University of Wisconsin-Madison
1988-1994 Assistant Professor, Educational Administration, University of Wisconsin-Madison
1987 Instructor, Department of Education and Psychology, Union College, Barbourville, Kentucky
EDUCATION
Ed.D., Peabody College of Vanderbilt University, Nashville, Tennessee
General Administrative Leadership
M.Ed., Peabody College of Vanderbilt University, Nashville, Tennessee
Special Education: Students with Visual Impairments and Severe Disabilities
B.S., Indiana University, Bloomington
Special Education with Distinction
UNIVERSITY LEADERSHIP
2015 to date Lead development and implementation of Certificate in Social Justice Leadership
in partnership with Middleton Cross Plains-Area School District. The program is for teacher leaders and currently practicing administrators to develop their capacity to lead for equity.
2014 to date Co-leading complete redesign and implementation of K-12 Masters Principal
preparation program focused on social justice in collaboration with Wisconsin
Association for School Administrators, Wisconsin Association of School District
Administrators, and District Partners.
2012 to date Co-Founder and Co-Director of the National Leadership for Social Justice
Institute and Academy. The Institute comprises a three full day immersion for leadership teams at all levels – state, regional, district, and building—to learn about and how to implement the Integrated Comprehensive Systems for Equity framework and process. The one and half day Academy is for returning teams and leaders to share outcome data and work through challenges.
2007 to date Co-founded K-12 Executive PhD cohort program (with 3 other faculty/staff)
including program design, key features, content, delivery strategies, recruitment. The program has been highly successful with maximum enrollments.
SCHOLARLY AWARDS
2007 Awarded Master Professor of the Year by University Council for Educational Administration
2007 Emerald Award for the best article in the International Journal of Educational Administration
1994, 2012, 2007, Invited to serve as faculty for David Clark Graduate Student
2001, Seminar, at the American Educational Research Association annual meeting by the University Council for Educational Administration; Served as Co-Director of the seminar in 2007
2005, 2002 Invited as one of four international scholars in education to Miami of Ohio University for the Education Summit
1999 Selected as one of fifty elite scholars in educational administration as measured by publication productivity
1995 Reviewer of the Year by Educational Administration Quarterly
PUBLICATIONS
Series Editor: Educational Leadership for Equity and Diversity, Routledge
Purpose: To publish the key text for each core principal preparation course—each text takes a critical, equity approach to principal preparation
Series Books:
Theoharis, G. & Scanlon, M. (2015). Leadership in increasingly diverse schools. NY:
Routledge
Forward: Colleen A. Capper
Capper, C. A. (in preparation). Organizational theory and critical epistemologies: Leading to eliminate inequities. NY: Routledge (Projected finish date, January 20, 2018)
Horsford, S., & Anderson, G. L. (under contract). The politics of education in an era of inequality: Possibilities for democratic schooling (due October, 2017)
Scholarly Books:
Capper, C. A. (in preparation). Organizational theory and critical epistemologies: Leading to eliminate inequities. NY: Routledge (Projected finish date, January 20, 2018)
Capper, C. A., & Frattura, E. (2008) (2nd edition). Meeting the needs of students of all abilities:
Leading beyond inclusion. Thousand Oaks, CA: Corwin Press.
A Corwin Press and Council for Exceptional Children Best Seller
Frattura, E., & Capper, C. A. (2007). Leading for social justice: Transforming schools for all learners. Thousand Oaks, CA: Corwin Press.
These two books have been used by many schools and districts across the country to guide their staff toward more equitable schools, and in leadership preparation programs.
Capper, C. A., Frattura Kampschroer, E., & Keyes, M. W. (2000). Meeting the needs of students of all abilities: Leading beyond inclusion. Thousand Oaks, CA: Corwin Press.
—Corwin Press and Council for Exceptional Children best seller. 5th printing.
Capper, C. A. (Ed.). (1993). Educational administration in a pluralistic society. New York: State University of New York Press.
—Key text in educational leadership programs and first of its kind to address equity and diversity in the field of educational leadership
Book Chapters:
Capper, C. A. & Young, M. D. (2015). The equity audit as the core of leading increasingly
diverse schools and districts. In G. Theoharis and M. Scanlan (Eds.). Leading increasingly diverse schools. NY: Routledge
Tillman, L., & Scheurich, J. J. and Associates. (2013). Handbook of educational leadership
for equity and diversity. New York, NY: Routledge.. I am one of the Associate Editors and Section Editor of Section II: Understanding and Working Successfully with the Rich Language, Cultural, Social Class, Ability, Gender, and Sexual Orientation Diversity in U.S. Schools
Capper, C. A. (2013). Understanding and working successfully with the rich language, cultural,
social class, ability, gender, and sexual orientation diversity in U.S. schools. In L. Tillman & J. J. Scheurich and Associates, Handbook of educational leadership for Equity and Diversity. New York, NY: Routledge.
Capper, C. A., & Green, T. L. (2013). Organizational theories and the development of
leadership capacity for integrated, socially just schools. In L. Tillman & J. J. Scheurich and Associates, Handbook of Educational Leadership for Equity and Diversity (pp. 62-82). New York, NY: Routledge.
Scanlan, M., Frattura, E., Schneider, K., & Capper, C. A. (2012). Bilingual students within
integrated comprehensive services: Collaborative strategies. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations. Charlotte, NC: Information Age Publishing.
Capper, C. A., Schulte, K., & McKinney, S. A. (2009). Why school principals must stop all teasing, harassment, and bullying in schools and how they can do so. In J. Koschoreck
and A. Tooms (Eds.) Sexuality matters: Paradigms and policies for educational leaders (pp. 123-153), Lanham, MD: Rowan & Littlefield.
Capper, C. A., Rodriguez, M. A., & McKinney, S. A. (2009). Leading beyond disability: Integrated, socially just schools and districts. In C. Marshall and M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (2nd Ed.) (pp. 175-193). Upper Saddle River, NJ: Prentice Hall.
Fraynd, D. J., & Capper, C. A. (2005). Sexual orientation. In J. Guthrie (Ed.). Encyclopedia of education: Vol. 6 (2nd Ed., pp. 2218-2221). New York City: McMillan.
Capper, C. A. (2003). Life lessons and a loving epistemology: A response to Julie Liable’s loving epistemology [article reprint]. In L. Skrla and M. Young (Eds.), Re-examining feminist research in educational leadership (pp. 193-201). Albany, NY: State University of New York Press.
Capper, C. A., Keyes, M. W., & Hafner, M. M. (2002). The role of community in spiritually centered leadership for justice. In G. Furman (Ed.), School as community: From promise to practice (pp. 77-94). Albany, NY: State University of New York Press.
Capper, C. A., Keyes, M. W., & Theoharis, G. T. (2000). Spirituality in leadership: Implications for inclusive schooling. In J. Thousand and R. Villa (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 513-530). Baltimore, MD: Brookes.
Capper, C. A. (1996). "We're not housed in an institution, we're housed in the community:” Possibilities and consequences of neighborhood-based interagency collaboration. In J. Cibulka and W. J. Kritek (Eds.), Coordination among schools, families, and communities: Prospects for educational reform (pp. 299-322). Albany, NY: State University of New York Press.
Capper, C. A. (1995). An otherist poststructural perspective of the knowledge base in educational administration. In R. Donmoyer and J. J. Scheurich (Eds.), The knowledge base in educational administration: Multiple perspectives (pp. 287-301). Albany, NY: State University of New York Press.
Capper, C. A. (1994). The principal's role in comprehensive student services for empowerment of students and families. In R. Levin (Ed.), Greater than the sum: Professionals in a comprehensive services model (Teacher Education Monograph: No. 17, pp. 139-152). Washington, DC: ERIC Clearinghouse on Teacher Education.
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Capper, C. A. (1993). Administrator practice and preparation for social reconstructionist schooling. In C. A. Capper (Ed.), Educational administration in a pluralistic society (pp. 288-315). Albany, NY: State University of New York Press.
Capper, C. A. (1993). Educational administration in a pluralistic society: A multiple paradigm approach. In C. A. Capper (Ed.), Educational administration in a pluralistic society (pp. 7-35). Albany, NY: State University of New York Press.
Capper, C. A. (1991). Early childhood reform and the knowledge base of educational administration. In F. C. Wendel (Ed.), Enhancing the knowledge base in educational administration (pp. 49-68). University Park, PA: University Council for Educational Administration Monograph Series.
Refereed Journal Articles:
O’Malley, M. P., Asher, N., Beck, B. L. Capper, C. A., Lugg, C. A., Murphy, J. P., Whitlock,
U. (in press). Asking Queer(er) questions: Epistemological and methodological implications for qualitative inquirers. Qualitative Studies in Education.
Capper, C. A. (2015). The 20th anniversary of Critical Race Theory in education: Implications
for leading to eliminate racism. Educational Administration Quarterly. 51(5),
791-833
O’Malley, M., & Capper, C. A. (2015). A measure of the quality of educational leadership
programs for social justice: Integrating LGBTIQ identities into principal preparation.
Educational Administration Quarterly. 51(2) 290–330.
Capper, C. A., & Young, M. D. (2014). Ironies and limitations of educational leadership for
social justice: A call to social justice educators. Theory into Practice.53(2), 158-164.
Capper, C. A., & McKinney, S. (2010). Preparing leaders for social justice:
Lessons from an exemplary Counseling Psychology Department. Journal of Research on Leadership Preparation, 5 (3.3), 73-106.
McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., Gonzalez, M. L., Cambron-McCabe, N., & Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111-138.
Frattura, E., & Capper, C. A. (2007). New teacher teams to support integrated comprehensive services. Teaching Exceptional Children, 39(4), 16-21.
Frattura, E. & Capper, C. A. (2006). Segregated programs versus integrated comprehensive service delivery for all learners: Assessing the differences. Remedial and Special Education, 27(6), 355-364.
Capper, C. A., Alston, J., Gause, C. P., Koschoreck, J. W., Lopez. G., Lugg, C. A., & McKenzie, K. (2006). Integrating lesbian/gay/bisexual/transgender topics and their intersections with other areas of difference into the leadership preparation curriculum: Practical ideas and strategies. Journal of School Leadership, 16(2), 142-157.
Capper, C. A., Theoharis, G., & Sebastian J. (2006). Toward a framework for preparing educational leaders for social justice. International Journal of Educational Administration, 44(3), 209-224.
Capper, C. A. (2005). Moving beyond the spiritual Jacuzzi in education leadership: Spiritualities, epistemologies, and social justice. Journal of Curriculum and Pedagogy, 2(2), 96-99.
Hafner, M. & Capper, C. A. (2005). Defining spirituality: Critical implications for the practice and research of educational leadership. Journal of School Leadership, 15(6), 624-638.
Frattura, E. and Capper, C. (2004). Leading beyond compliance: Integrated comprehensive
services of all learners. [on-line] <available> www.newhorizons.org/spneeds/inclusion/systems/frattura_capper.htm.
Fraynd, D. J., & Capper, C. A. (2003). “Do you have any idea who you just hired?!?” A study of open and closeted sexual minority K-12 administrators. Journal of School Leadership, 13(1), 86-124.
Capper, C. A., Hafner, M. M., & Keyes, M. W. (2001). Moving beyond good/bad accountability measures: Multiple perspectives of accountability. Journal of School Leadership, 11(3), 204-216.
Capper, C. A. (2001). Life lessons and a loving epistemology: A response. International Journal of Qualitative Research, 13(3), 204-216.
Capper, C. A. (1999). (Homo)sexualities, organizations, and administration: Possibilities for In(queer)y. Educational Researcher, 28(5), 4-11.
Keyes, M. W., Hanley-Maxwell, C., Capper, C. A. (1999). “Spirituality? It’s the core of my leadership:” Empowering leadership behavior in an inclusive elementary school. Educational Administration Quarterly, 35(2), 203-237.
Keyes, M. W., Capper, C. A., Jamison, M., Martin, J., & Opsal, C. (1999). Tradition and alternative in educational practice: Three stories of epistemological conflict. Journal for a Just and Caring Education, 5(4), 502-519.
Capper, C. A. (1998). Critically oriented and postmodern perspectives: Sorting out the differences and applications for practice. Educational Administration Quarterly, 34(3), 354-379.
Reitzug, R., & Capper, C. A. (1996). Deconstructing site-based management: Possibilities for emancipation and alternative means of control. Journal of Educational Administration 5(1), 56-59.
Capper, C. A., Ropers Huilman, B., & Hanson, S. (1994). Community-based interagency collaboration: A poststructural interruption of critical practices. Journal of Educational Policy, 9(4), 335-351.
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Capper, C. A. (1994). "We're not housed in an institution, we're housed in the community:” Possibilities and consequences of neighborhood-based interagency collaboration. Educational Administration Quarterly, 30(3), 237-277.
Capper, C. A. (1994). The influence of community socioeconomic class, location, and culture on effective school linkages for preschool students with disabilities. International Journal of School Reform, 3(4), 437-438.
Capper, C. A. & Pickett, R. (1994). The relationship between student views of diversity an inclusive education and school structure and culture. Special Education Leadership Review, 2, 102-122.